مشكلات ممارسات التدريس التأملي لدى معلمات اللغة العربية في المرحلتين المتوسطة و الثانوية بمدينة تبوك في ضوء نموذج دورة التعلم التجريبي ل "كولب" من وجهة نظرهن

الملخص EN

The study aimed at identifying the problems of reflective teaching practices among Arabic language teachers in the intermediate and secondary stages in Tabuk city in light of Kolb’s Experimental Learning Cycle Model.

To achieve this study, I used the descriptive analytical approach through the application of a questionnaire that included (36) paragraphs distributed over four major fields of problems.

The sample included (94) female teachers in the intermediate stage, and (67) female teachers in the secondary stage, with (161) female teachers, who randomly selected.

The findings concluded that the gross total of the estimated problems of reflective teaching practices among Arabic language teachers in the light of the Kolb experimental Learning Cycle Model came with a “moderate” degree in the intermediate and secondary stages.

The average was about (3.15) in the intermediate stage and (3.00) in the secondary stage.

It was found that there were no statistically significant differences at the level of significance (α≥ 0.05) between the average scores of the sample members of the problems in the two stages because of variables: (qualification, type of qualification, years of experience, training, educational stage).

The exception of the emergence of a statistically significant difference attributed to for the variable (years of experience) in the responses of intermediate stage female teachers to the field of: (problems of observation and analysis of current teaching experience), in favor of those who have teaching experience (10 years and over).

They were more aware of the problems of reflective teaching in this field.